Most students, in their own countries have had little opportunity to practise using English. When foreign learners first have the (1) .......... to speak to an English-speaking person they may have a shock: they often (2) ............ great difficulty in understanding. I'll just mention three of the possible reasons for this.
First, it seems to students that English people speak very quickly. (3) ........., they speak with a variety of accents. Third, different styles of speech are used. For all of these reasons (4) ........... will have difficulty, mainly because they lack everyday practice in listening to English people speaking English.
(5) .............. can a student do then to overcome these difficulties? Obviously, attend English classes and if a language laboratory is available, use it as (6) ............ as possible. He should listen to programs in English on the radio and TV. Perhaps, most important of (7) .................. , he should take every opportunity to meet and speak with native English-speaking people.
In addition, the student probably has difficulty in speaking English fluently. The advice here will seem (8) .......... to follow but it's necessary. Firstly, he must simplify what he wants to say so that he can express himself reasonably and clearly. Secondly, he must try to think in English, (9) ............ translate from his mother tongue. This will only begin to take place when his use of English become automatic; using a language laboratory (10) ...listening to as much English as possible will help.

Units 47–50 Reported speech and questions In Exercise 41, Alex, who wanted to go to an art college, was interviewed by one of the lecturers. A year later, his friend Charlie asked him about the interview, as he wanted to go to the same college. Complete Alex’s answers. CHARLIE: So, Alex, what was the interview like? ALEX: Well, the interviewer started by asking me when I (1) I’d left (leave) school. And then he wanted to know what I (2) (do) since then. I told him I (3) (have) several jobs. First I (4) (work) in a cafe for about a year because I (5) (need) to save a lot of money for travelling. Of course he asked me where I (6) (want) to go and when I told him, he asked whether I (7) (visit) all those places. I explained to him that I (8) (be) to Brazil and Peru, and I (9) (spend) some months in Turkey. He told me I (10) (be) very lucky. Then he asked if I (11) (bring) some work to show him and he looked at my work. CHARLIE: Was that all? ALEX: I think so. He asked me when I (12) (become) interested in painting and drawing, and I said that I (13) (think) I always (14) (be). Oh, yes, and he told me my work (15) (be) very good. CHARLIE: I’m not surprised. It is good. I hope he’ll like my stuf too. ALEX: Oh, I think he will. Look back at your answers to Exercise 116. Complete the article which the journalist wrote a month afer the interview with Wilma. Last month I was lucky enough to interview Wilma Shaw when she was in this country. First of all I asked Wilma how long she (1) was going to be here and she said two months, but actually she has already gone back to the U.S. She told me it (2) her frst visit to the U.K. because she (3) here fve years before, for a holiday. The pop singer then told me that she (4) a tour. When I asked her how many cities she (5) , she thought about twenty. She said she (6) to have a holiday after the tour. She looked tired. But when I asked her whether she (7) a message for her fans, she told them (8) to the concerts and have a wild time. Well, it looks as though Wilma has had too many wild times, because her manager said last week that she is now resting! 122 123 76 English Grammar in Use Supplementary Exercises Units 137- 145 47–50 Reported speech and questions John had a row with his girlfriend, Julie. His friend Mark tried to help them get back together and talked to Julie for John. MARK: Julie, John’s asked me to talk to you. JULIE: I don’t want to speak to him. MARK: Look Julie, John’s really upset. JULIE: I’m upset too. MARK: Will you just let me tell you his side of the story? JULIE: I’m not interested. He promised to meet me at the restaurant, but he didn’t turn up. I don’t want to see him again. MARK: But Julie, his car had broken down. JULIE: So? I had my phone with me. MARK: But that’s the point. He tried to phone, but he couldn’t get through. JULIE: I don’t believe he tried. MARK: Yes, he did. His phone wasn’t working, so he came to my flat and borrowed mine. Take a look at my recent calls. JULIE: OK, I’ll talk to him. Listen, I’m going to be late for work. I’ll meet him at six o’clock in the square. MARK: Thanks, Julie. He’ll be really happy. And I promise he’ll be there. Complete the conversation Mark had later with John. JOHN: What did Julie say? MARK: She said she (1) didn’t want to speak to you . JOHN: Well, what did she say when you told her I was really upset? MARK: She said she (2) too, so I asked her to let me explain your side of the story. She said she (3) . You (4) to meet her at the restaurant, but you (5) . She said that she (6) again. JOHN: Did you explain about the car? MARK: Yes, and she said she (7) her phone with her. So I explained you couldn’t get through, but she said she (8) you (9) . Then I told her that you (10) to my flat and that you (11) my phone. I asked her if she (12) at my recent calls. She did and she said she (13) to you. Then she said she (14) late for work, so we had to stop talking. You have to meet her in the square at six o’clock. JOHN: Thanks, Mark. I really appreciate what you’ve done for me. MARK: That’s OK. Just don’t be late this evening. 124 English Grammar in Use Supplementary Exercises 77

*Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 24 to 30. Twenty-five students from Walling School are currently living in France. They are there for three months as part of a living-abroad project. The 16- and 17-year-old students are living with French families and attending a French school. Most of the students have taken French language classes for 3 or 4 years and are finally getting an opportunity to use their French. Not only are students learning a new language, but they are learning about a new culture, too. Students have been particularly surprised about the French attitude towards food. “They won’t leave anything on their plate,” says Vanessa Athol. “They aren’t wasteful at all.” Vanessa has vowed to be more careful with waste when returning to the United States. The group’s chaperone, Mrs. Smith, has been pleased with the students’ acquisition of language. “Even the most timid are trying their best to speak. The students are learning a lot. I’m very impressed,” she said. Mrs. Smith added that she thinks living with a French family makes a difference because students are forced to speak French. “We are all very grateful to the French families who are hosting us.” The French families are happy to have the students, as they are getting to leam about American culture. Both groups will be celebrating the exchange at a large potluck dinner at the end of the stay. There will be a slide show of memories and the students will speak about their experiences. Currently, the American students are periodically posting pictures and student essays on the Walling School website. “Living in France is an experience I’ll never forget,” writes student Tina Davis. “I know I’ll want to eat these croissants and this Camembert for the rest of my life!” (Source: 'Master TOEFL Junior (2014))

Based on the passage, what does Mrs. Smith probably think about the French language?

A. It is more beautiful than Spanish. 

B. It’s best to learn it from a French family in France. 

C. It is very important for international communication. 

D. It is something each and every student needs to know.

*Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 24 to 30. Twenty-five students from Walling School are currently living in France. They are there for three months as part of a living-abroad project. The 16- and 17-year-old students are living with French families and attending a French school. Most of the students have taken French language classes for 3 or 4 years and are finally getting an opportunity to use their French. Not only are students learning a new language, but they are learning about a new culture, too. Students have been particularly surprised about the French attitude towards food. “They won’t leave anything on their plate,” says Vanessa Athol. “They aren’t wasteful at all.” Vanessa has vowed to be more careful with waste when returning to the United States. The group’s chaperone, Mrs. Smith, has been pleased with the students’ acquisition of language. “Even the most timid are trying their best to speak. The students are learning a lot. I’m very impressed,” she said. Mrs. Smith added that she thinks living with a French family makes a difference because students are forced to speak French. “We are all very grateful to the French families who are hosting us.” The French families are happy to have the students, as they are getting to leam about American culture. Both groups will be celebrating the exchange at a large potluck dinner at the end of the stay. There will be a slide show of memories and the students will speak about their experiences. Currently, the American students are periodically posting pictures and student essays on the Walling School website. “Living in France is an experience I’ll never forget,” writes student Tina Davis. “I know I’ll want to eat these croissants and this Camembert for the rest of my life!” (Source: 'Master TOEFL Junior (2014))

According to the passage, how will the students conclude their stay?

A. They will say in hostel together.

B. They well take a French exam. 

C. They will have a party together.

D. They will visit Paris together.

Read the following passage andmark the letter A, B, C, or D on your answer sheet to indicate the correctanswerto each ofthe questions from 36to 42.

In my experience, freshmen today are different from those I knew when I started as a counselor and professor 25 years ago. College has always been demanding both academically and socially. But students now are less mature and often not ready for the responsibility of being in college.

It is really too easy to point the finger at parents who protect their children from life’s obstacles. Parents, who handle every difficulty and every other responsibility for their children from writing admission essays to picking college courses, certainly may contribute to their children’s lack of coping strategies. But we can look even more broadly to the social trends of today.

How many people do you know who are on medication to prevent anxiety or depression? The number of students who arrive at college already medicated for unwanted emotions has increased dramatically in the past 10 years. We, as a society, don’t want to “feel” anything unpleasant and we certainly don’t want our children to “suffer”.

The resulting problem is that by not experiencing negative emotions, one does not learn the necessary skills to tolerate and negotiate adversity. As a psychologist, I am well aware of the fact that some individuals suffer from depression and anxiety and can benefit from treatment, but I question the growing number of medicated adolescents today.

Our world is more stressful in general because of the current economic and political realities, but I don’t believe that the college experience itself is more intense today than that of the past 10 years. What I do think is that many students are often not prepared to be young “adults” with all the responsibilities of life. What does this mean for college faculty and staff? We are required to assist in the basic parenting of these students - the student who complains that her professor didn’t remind her of the due date for an assignment that was clearly listed on the syllabus and the student who cheats on an assignment in spite of careful instructions about plagiarism.

As college professors, we have to explain what it means to be an independent college student before we can even begin to teach. As parents and teachers we should expect young people to meet challenges. To encourage them in this direction, we have to step back and let them fail and pick themselves up and move forward. This approach needs to begin at an early age so that college can actually be a passage to independent adulthood.

(Adapted from “Students are different now” by Linda Bips. New York Times, October 11, 2010

According to the writer, students’ difficulties to cope with college life are partly due to ____.

A. the lack of financial support

B. the over-parenting from parents

C. the absence of parents' protection

D. the lack of parental support

*Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 24 to 30.

  Twenty-five students from Walling School are currently living in France. They are there for three months as part of a living-abroad project. The 16- and 17-year-old students are living with French families and attending a French school. Most of the students have taken French language classes for 3 or 4 years and are finally getting an opportunity to use their French.

  Not only are students learning a new language, but they are learning about a new culture, too. Students have been particularly surprised about the French attitude towards food. “They won’t leave anything on their plate,” says Vanessa Athol. “They aren’t wasteful at all.” Vanessa has vowed to be more careful with waste when returning to the United States.

  The group’s chaperone, Mrs. Smith, has been pleased with the students’ acquisition of language. “Even the most timid are trying their best to speak. The students are learning a lot. I’m very impressed,” she said. Mrs. Smith added that she thinks living with a French family makes a difference because students are forced to speak French. “We are all very grateful to the French families who are hosting us.”

  The French families are happy to have the students, as they are getting to leam about American culture. Both groups will be celebrating the exchange at a large potluck dinner at the end of the stay. There will be a slide show of memories and the students will speak about their experiences. Currently, the American students are periodically posting pictures and student essays on the Walling School website. “Living in France is an experience I’ll never forget,” writes student Tina Davis. “I know I’ll want to eat these croissants and this Camembert for the rest of my life!”

  (Source: 'Master TOEFL Junior (2014))

According to the passage, which of the following is TRUE?

A. Students from Walling School are now staying in the USA. 

B. Walling School students are now staying with French families. 

C. These students are immigrants from the USA. 

D. Walling School students are applying for jobs in France.

Choose the letter A, B, C or D to answer these following questions

I’m Alex. My close friend is Johnson. We are both 14 years old. He lives near my house. I called him this morning. We arranged to go fishing with each other but sadly I didn’t have any fishing rod. Firstly, no one answered the phone. At midday, I called again and his mother answered. She said Johnson was upstairs. Therefore, I left him a message. There is a movie named “Baby shark” will be on tonight. Perhaps he wants to come and see it with me. After that, we will go to the stationery to buy some school objects for the new school year. It would be fun.

How old are Alex and Johnson?

A. 12

B. 13

C. 14

D. 15

*Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 24 to 30. Twenty-five students from Walling School are currently living in France. They are there for three months as part of a living-abroad project. The 16- and 17-year-old students are living with French families and attending a French school. Most of the students have taken French language classes for 3 or 4 years and are finally getting an opportunity to use their French. Not only are students learning a new language, but they are learning about a new culture, too. Students have been particularly surprised about the French attitude towards food. “They won’t leave anything on their plate,” says Vanessa Athol. “They aren’t wasteful at all.” Vanessa has vowed to be more careful with waste when returning to the United States. The group’s chaperone, Mrs. Smith, has been pleased with the students’ acquisition of language. “Even the most timid are trying their best to speak. The students are learning a lot. I’m very impressed,” she said. Mrs. Smith added that she thinks living with a French family makes a difference because students are forced to speak French. “We are all very grateful to the French families who are hosting us.” The French families are happy to have the students, as they are getting to leam about American culture. Both groups will be celebrating the exchange at a large potluck dinner at the end of the stay. There will be a slide show of memories and the students will speak about their experiences. Currently, the American students are periodically posting pictures and student essays on the Walling School website. “Living in France is an experience I’ll never forget,” writes student Tina Davis. “I know I’ll want to eat these croissants and this Camembert for the rest of my life!” (Source: 'Master TOEFL Junior (2014))

What can be implied about the culture in France?

A. It requires fluency in French. 

B. It can be learned from a book. 

C. It scares the students. 

D. It’s different from the culture in America.

*Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 24 to 30.

  Twenty-five students from Walling School are currently living in France. They are there for three months as part of a living-abroad project. The 16- and 17-year-old students are living with French families and attending a French school. Most of the students have taken French language classes for 3 or 4 years and are finally getting an opportunity to use their French.

  Not only are students learning a new language, but they are learning about a new culture, too. Students have been particularly surprised about the French attitude towards food. “They won’t leave anything on their plate,” says Vanessa Athol. “They aren’t wasteful at all.” Vanessa has vowed to be more careful with waste when returning to the United States.

  The group’s chaperone, Mrs. Smith, has been pleased with the students’ acquisition of language. “Even the most timid are trying their best to speak. The students are learning a lot. I’m very impressed,” she said. Mrs. Smith added that she thinks living with a French family makes a difference because students are forced to speak French. “We are all very grateful to the French families who are hosting us.”

  The French families are happy to have the students, as they are getting to leam about American culture. Both groups will be celebrating the exchange at a large potluck dinner at the end of the stay. There will be a slide show of memories and the students will speak about their experiences. Currently, the American students are periodically posting pictures and student essays on the Walling School website. “Living in France is an experience I’ll never forget,” writes student Tina Davis. “I know I’ll want to eat these croissants and this Camembert for the rest of my life!”

  (Source: 'Master TOEFL Junior (2014))

In paragraph 2, the word “vowed” is closest in meaning to________.

A. changed

B. saved

C. promised

D. received